Abstract
M.Ed.
The study of power and authority in a school may present problems as it is difficult to pin down and define within the school environment. Educators from the sample school seem to realize the importance of power and authority in the running of their schools. They however complain about the misdirected exercise of power and authority by the principals. Some pointed out that democracy does not exist in the management of their schools. The educators further complain about the unfair and inconsistent use of power by school managers. They claimed that with such power principals intimidate and victimize those educators that challenge their authority. The majority complain about the general lack of good managerial relations in the school that lead to mediocre performance and a high educator turn over.
The purpose of this study is to explore how power relations manifest itself in school management and also to explore the impact of power and authority on school effectiveness. The study attempted to answer the questions: How do power relations manifest itself in school management? To what extent can power relations contribute to effective school management?
The researcher wanted to further explore innovative ways to use power and authority to the enhancement of school effectiveness thereby addressing complaints and concerns raised by educators. It was also the intention of the researcher to find ways of changing the negative connotations of power to positive ones that bring educators and other school stakeholders together rather than set them apart. Power is synonymous with management; so it is important for the study to explore avenues that will direct the good use of power and authority to benefit the school as an organization.
A qualitative research approach was adopted for the study to enable the researcher to explore the experiences, feelings and perceptions of the educators of power and authority. The researcher then purposively selected educators, office staff and Heads of Departments (HODs) to have a wider and richer assortment of experiences for a reliable data reservoir. Interviews were conducted and observations done. Data was then transcribed, coded and analyzed. After the data analysis; the researcher found that power and authority is a prerequisite for effective school management but its limitations hinder the manifestation of power relations in schools. Educators felt that they were powerless because their power and authority is limited only to classroom management. They argued that the limitation of power inhibits them from freely exercising their power and authority as educators in a democratic environment. Another finding revealed that power relations and effective school management should manifest through the participative empowerment of subordinates. The findings further revealed that power sharing through a consistently fair and democratic system builds an effective school.